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Managing an Education Abroad Office_ The Importance of Staff

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					Cross-Cultural Engagement
Training for Faculty: A
Model for Faculty
Preparation
CIEE Annual Conference, Shanghai, November 2012



Presenters:
Steven T. Duke, Wake Forest University (dukest@wfu.edu)
David Taylor, Wake Forest University (taylordf@wfu.edu)
Michael Vande Berg, MVB Associates
  (mvandeberg@mvbassociates.com)
Institutional Profile
• Wake Forest University
 • Private, Winston-Salem, NC – 4730 u.g.
 • Six semester-long faculty-led programs, with
   rotating set of faculty (1-2 faculty per year)
   • “House” programs in London, Venice, Vienna
   • Direct-enroll programs in Chile, France, Spain
 • 15-18 summer faculty-led programs
 • ~ 700 students abroad, 50% on faculty-led
Faculty Selection
• Faculty apply to lead semester programs
  through the Provost Office
• Faculty propose summer programs through the
  faculty Committee on Study Abroad
• The Center for International Studies cannot hand
  -pick faculty to lead programs based on
  intercultural learning or skills, we need to work
  with those who are available and willing to teach
  abroad
Faculty Training: Logistics
Wake Forest faculty receive training/orientation
for their responsibilities
•Document on expectations of faculty
•Timeline document for Communications
•Health and Safety training
•Mental Health training
•Student Orientations
• Budgets and financial aspects
Quality Enhancement for
SACS
• In 2006, Wake Forest submitted a 10-year
  reaccreditation “Quality Enhancement Plan to
  SACS (Southern Association of Colleges and
  schools): “Beyond Boundaries: Preparing
  Students to Become Global Citizens”
• Three study abroad support courses were
  created, and offered beginning in Fall 2007
• Goal of preparing students to become global
  citizens has focused on intercultural competence
What was Missing for
Faculty: Intercultural
Preparation
Faculty realized that they lacked resources and
guidance on best-practices for helping students
with cross-cultural learning
•Faculty Study Abroad Committee always looks for
cross-cultural elements, such as interaction with
the locals, in new programs
•“Why here?” is commonly asked
•But how do we introduce culture? What are the
best practices for cross-cultural engagement?
Our Solution: A Workshop
• WISE (Workshop on Intercultural Skills
  Enhancement) was created by faculty for faculty
• WISE is a practitioner’s workshop intended to
  help faculty learn strategies and design activities
  that can help students develop intercultural
  skills and awareness
• A steering committee of six faculty worked with
  CIS to design the content and contact speakers
• WISE first offered in Feb. 2009, just six months
  after we started the initiative
WISE as Workshop
• We learned a lot along the way
• WISE 2009 had 57 attendees
• Wake Forest faculty and staff could attend at no cost
• The workshop fee was $295 and included one night
  of accommodation plus dinner, coffee and snacks
• WISE 2009 began at 1pm on Friday, ran through
  8pm, then Saturday from 8:30 to 11:45 am
• WISE 2010 increased attendance to 75
• WISE 2011 started at 9am on Friday
Content of WISE
• Has changed over time
• The Developmental Model of Intercultural
  Sensitivity (DMIS) and intercultural continuum
• Sessions on assessing intercultural competence,
  cross-cultural engagement courses, integration
  of language learning and cultural training, and
  approaches to language in non-language pgms
• Sessions on mentoring while abroad, effective
  assignments and activities, challenges of
  developing countries, and risk management
• Participants (‘11 and ‘12) had option of taking IDI
Impact on faculty
• Several faculty have implemented new activites
  or changed the content of their programs based
  on what they learned at WISE
• Kathleen Macfie (UNC Greensboro) came back in
  2011 to report on new efforts to have students
  self-reflect and blog during their program
• Keith Mobley (UNC Greensboro) create a
  journaling template for structuring reflection
  and guiding activities; he also focused more time
  on group dynamics and processing of activities
Impact on study abroaders
• Brett Krutzsch (NYU) reported: “I returned from
  WISE with new information about making cross-
  cultural awareness, cultural adjustment and
  identity reflection key components of the study
  abroad pre-departure process and with ideas on
  how to get others at my institution on board.
  We have begun to restructure our pre-departure
  curriculum so that our focus is not just logistics,
  but heavily about self-reflection and preparing
  for cultural immersion.”
WISE 2013 as Conference
• Beginning in February 2013, WISE will turn into a
  professional conference
• We recognized the need to include more
  perspectives and voices than workshop allowed
• WISE 2013 received 16 proposals, of which 12
  were accepted, plus 12 invited presentations
• More voices will be heard, and more folks who
  work abroad will present
• Faculty who teach abroad and study abroad
  professionals are invited to attend
WISE 2013
• Website: http://cis.wfu.edu/wise
• Held February 1-2, 2013, in Winston-Salem, NC
• Mick Vande Berg will do pre-conference
  workshop on January 31, 8 am - 5 pm
• Film screening on January 31, 7 pm
• Held in the Marriott Hotel, which has an
  excellent conference center
• Registration is open, early bird thru Nov 30
Next Steps at WFU
• Goal to work more actively with faculty, to look
  at their program activities and coach them more
  consciously about cross-cultural activities
• Hold group faculty discussions 2-3 times per
  semester to discuss common study abroad
  challenges
• Work with 2-3 faculty to implement research
  elements into their summer 2013 programs,
  such as the IDI and observation of student
  competency (not self report of impact)
Resources on display
Resources on display
•WISE brochures
•WISE programs and three-ring binders (2011 and
2012)
•Syllabi of WFU’s Cross-Cultural Engagement
courses
WISE: an historical context


• A century of study abroad

• Three stories about student learning
First story: students learn through being
exposed to diversity and difference “out
there”
• Students abroad learn through contact with the
  new and different.
First Story: Students learn through
educators informing them about the new
and different
• Teachers deliver information about new places
  & people to willing recipients:
  information transfer
Our second story: students learn through
“immersion” in the new and different
Second story: educators structure the learning
environment so students are immersed in their
experiences with diversity

    ØCommon Immersion Strategies
• Lengthen duration of diversity experience
• Directly enroll students in university courses
• Take steps to maximize student contact with host
  nationals
• Take steps to improve students’ second language
  proficiency
• Have students do “experiential” activities:
  Internships, etc.
• House students with families or
  host students
But story 2 has problems: most learners
don’t respond as predicted to being
“immersed”
Considerable disciplinary evidence undermines
the third story’s account of human learning
•   The History of Science (Kuhn)
•   Experiential learning theory (Dewey, Piaget, Kolb)
•   Organizational Behavior (Hofstede, Trompenaars)
•   Psychology (Piaget, Lewin, Kelly, Savicki)
•   Scholarship of Teaching & Learning (Fink, Weimer)
•   Cultural Anthropology (Boas, Hall, La Brack)
•   Linguistics (Sapir, Whorf)
•   Intercultural Relations (Bennett, Bennett, Hammer)
•   Neuroscience (Zull)
•   Cognitive Biology (Maturana, Varela)
    Vande Berg, M., Paige, R. M., & Lou, K. H. (Eds.) (2012). Student learning abroad: what our
    students are learning, what they’re not, and what we can do about it. Sterling, VA: Stylus.
Georgetown study* and other empirical research
challenge effectiveness of “immersion” practices
ØWhich immersion conditions predict Intercultural
 development?

• Duration of experience abroad: SMALL IMPACT
• Homestays: NO
• Direct enrollment in host university courses: NO
• Unfacilitated “Experiential” activities: NO
• Maximizing contact with host nationals: NO
• Improving foreign language proficiency: NO
• Pre departure cultural orientation: SMALL IMPACT
• Homestays—when students engage w/ host fam. member:
  YES
• Cultural Mentoring on Site: YES
*Vande Berg, M. (2009). Intervening in student learning abroad: A research-based inquiry. (M. Bennett, Guest Ed.)
    Intercultural Education, Vol. 20, Issue 4, pp. 15-27.
*Vande Berg, M.; Connor-Linton, J.; & Paige, R. M. The Georgetown Consortium Study: Intervening in student learning
    abroad. Frontiers: the Interdisciplinary Journal of Study Abroad. Vol. XVIII, pp. 1-75.
Our third tale: How we frame an event
determines “what it means”
Third tale: Learning starts as we reflect on our
own ways of framing, and on our and others’
differing
ways of creating knowledge
 • “We know what we perceive; we don’t know what
   we don’t perceive. Since there is no way that we
   can know what we don’t perceive, we assume that
   we perceive ‘correctly.’” (Marshall Singer)

• “We do not see, that we do not see.” (H. Maturana
  & F. Varela)

• “People don’t learn from experience; they learn
  through reflecting on experience.” (Thiagi)
Third tale: immersion in difference,
reflection
on framing, & frame shifting = learning
• Learning does not occur, then, simply through
  exposure to, or immersion in, experience



• Instead, we begin to learn as we
  become aware of how we typically
  frame our experiences:
  “We don’t see things as
  they are, we see things
  as we are.” (Anias Nin)
We help our students develop by focusing on four
basic intercultural skills

    § Increasing cultural and personal self awareness;

    § Increasing awareness of others within their own
      cultural and personal contexts;

    § Learning techniques for “bridging cultural gaps”—
      which is to say, interacting with culturally different
      others in effective and appropriate ways;

    § Cultivating emotional intelligence—developing the
      capacities to identify, manage, communicate and
      apply emotions effectively and appropriately.
WISE: Embracing the third story’s account
of student learning
• Recognition that the most important
  predictor of student learning is the extent
  to which educators are interculturally
  developed.
• Not only a focal point for discussing the
  intercultural needs of students, but a
  model for the intercultural training of
  faculty and staff
• Awareness of the critical importance of
  assessing the intercultural development
  of students, faculty and staff

				
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